There is a growing obsession in education with generating solutions. Educators should make sure that they know what the problems before them are; that the problems are developed at a manageable level; and that causes for the problems are identified and proven. (Author/MLF)

Today's high school principal must wear many hats in the course of a normal school day, including the all-too-often unfamiliar one of counselor. Provides some practical advice for the principal-counselor. (Editor/RK)

This article deals with creating options for schools with staff problems. It suggests a practical methodology for helping schools fight the effects of bureaupathology. (Editor)

The roots of racial conflict can be identified, and often predicted, says this author who directs the Community Relations Service of the Justice Department that has helped administrators in 2,000 cases. He lists 10 tension-breeding factors that, if found in your school, may mean you're flirting with a crisis. (Editor)

A Connecticut study of school absenteeism reported here provides pertinent data for consideration of a national conundrum. The author's suggestions for dealing with the problem are thought-provoking. (Editor)

Crises administration makes planned, coherent administrative action difficult. To assist school administrators in solving a multitude of problems, the author advises that administrators adopt a systems approach that starts with needs assessment. (Author/DS)

The amount of time and money spent by students on outside activities is a subject of much discussion. (CK)

Achieving flexibility without losing student accountability is a challenge that faces every school. With a fluid block schedule, as described here, accountability is maintained without inhibiting flexibility. An additional advantage is that three levels of schedule decision making take some of the pressure off the principal. (Editor)

The need for finding a way of dealing with the many issues that are destroying our schools is presented. (CK)

Social promotion is accomplishing what it was intended to do; it is relieving the various grades of over-age, floundering students. If we are to help these potential failures, we must devise new educational systems. (Editor)

Because of expanded social responsibilities and the increasing "rights" of disruptive students, the effectiveness of schools is being sabotaged, believes the author. He suggests that the disruption of a classroom be considered a serious infringement on the rights of students who wish to be educated. (Editor)

Describes what happens when a student and teacher have a negative confrontation. Also discusses what effect external assistance can have in bringing about change in the interaction. (Editor/RK)

Author revealed the findings of Task Force '74, i.e., the problems American education will face in the next 25 years are problems the country has not dealt with before: declining school enrollment, aging teaching staff, and general decline of interest in education. (Editor/RK)

Supervision, in the opinion of the author, can be singularly important in the improvement of teaching and learning. In this article, he identifies three dilemmas facing supervision, which must be confronted before improvements can be made. (Editor)